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English Language ArtsGrade Level Content Expectations (GLCE)

Genre Units

' Macomb Intermediate School District44001 Garfield Road

Clinton Township, MI 48038Phone (586) 228-3300

FAX (586) 286-2809

Grade SevenUnit #3

Macomb Collaborative: Thematic Units to Teach Michigan’s ELA GLCE’s Grade 7, Unit #3 Teaching Plan

MC7 #3 Teaching Plan 2 © Macomb Intermediate School District 2006

Macomb Intermediate School District

44001Garfield Road Clinton Township, MI 48038-1100

586.228.3300 www.misd.net

Included on this CD are English Language Arts Grade Level Content Expectations Units Grades 5-8 from the Macomb Intermediate School District Collaborative. These units are designed to:

• Interest students • Involve all the language arts • Improve instruction • Implement Grade Level Content Expectations (GLCEs) • Increase test scores

These instructional units were created by:

Barbara Reed Nelson and Dr. Elaine Weber and

the teachers in the Macomb Collaborative:

Dave Figurski 5th Warren Consolidated Schools Debbie Parrish 5th Fraser Public Schools Jackie Rybinski 5th Warren Consolidated Schools Cathy Walle 5th Independent Consultant Linda Clinton 6th East Detroit Public Schools Lynn Mair 6th Chippewa Valley Schools Pam Tobiczyk 6th Chippewa Valley Schools Rose Harrison 6th Chippewa Valley Schools

Kathy Clor 7th Chippewa Valley Schools Kristine Griffor 7th Richmond Community Schools Carrie Murphy 7th South Lake Schools Jennifer O'Brien 7th DeWitt Public Schools Suzanne Vigna 7th Lake Shore Public Schools Rachelle Bierod 8th Van Dyke Public Schools Jonathan Healy 8th Van Dyke Public Schools

A special thank you to Dr. Gayle Green for her support of this project.



MISSION

Macomb Intermediate School District: Service, Support and Leadership

VISION We are the Macomb Intermediate School District. We provide quality service to special education and general education students, instructional and technical support to school staff, and cutting-edge educational leadership in Macomb County. We are committed to all the students of Macomb County. To serve them well, we are resolute in involving parents, school personnel, and the community at large, including business, government, and civic organizations as active partners in planning, delivering and evaluating our services. We work directly with individuals with disabilities who reside in Macomb County School Districts. We serve students of all ages, from newborns to adults, meeting their unique learning needs and supporting their families all along the way. Within the twenty-one local districts and public charter schools, we focus our efforts on building capacity with school staff. Through quality training and instructional support, we increase their knowledge, skills and abilities, so all students receive a rigorous and effective educational experience. We promote all aspects of the educational process through our development and support of technology. We provide training in the use of essential technology tools that enhance curricular, instructional and administrative services in our schools and, as a result, opportunities are expanded for all. We work collaboratively with colleges and universities and are leaders in state and national programs. We anticipate needs and opportunities, all with the single purpose of identifying, developing and implementing programs and practices that, through education, improve the quality of life in Macomb County.


Board of Education

John A. Bozymowski, President Max D. McCullough, Vice President

Charles C. Milonas, D.D.S., Treasurer Theresa J. Genest, Secretary

Edward V. Farley, Trustee Michael R. DeVault, Superintendent

It is the policy of the MISD that no person, on the basis of race, creed, color, religion, national origin or ancestry, age, sex, height, weight, marital status, or disability shall be discriminated against, excluded from participation in, denied the benefits of, or otherwise subjected to discrimination in any program or activity for which it is responsible.




44001Garfield Road Clinton Township, MI 48038-1100

586.228.3300 www.misd.net

These English Language Arts instructional units were created by:

Barbara Reed Nelson and Dr. Elaine Weber and

the teachers in the Macomb Collaborative:

Kathy Clor 7th Chippewa Valley Schools Kristine Griffor 7th Richmond Community Schools Carrie Murphy 7th South Lake Schools

Jennifer O'Brien 7th DeWitt Public Schools Suzanne Vigna 7th Lake Shore Public Schools



Introduction

The teaching plans that follow for Unit #3 are designed to be a framework for discussing the selections and will help teachers model for students how to think about, discuss, and write effective answers to constructed response or open-ended literature questions. Students will also be taught strategies that will improve their word study abilities, fluency, reading comprehension, and writing skills. By using these comprehension strategies, models, and discussion questions, teachers will be teaching to the Michigan English Language Arts Standards, the Grade Level Expectations (June, 2004) and helping students prepare for success on the ELA MEAP tests (mandated by No Child Left Behind legislation). The coding in the left hand column on each page makes reference to the June 2004 version of the ELA 7th Grade Level Content Expectations (GLCE’s) on which the MEAP tests are based. The “C” indicates “CORE” meaning a MEAP-assessable GLCE. The best reason to use these methods, models, and materials is that doing so will facilitate students’ delving more deeply into text. It will make text more interesting and challenging to students, as well as, improve their skills and strategies. As teachers we often assume that if students have read or listened carefully to a story or book they would be able to write effective and complete answers to questions. This is not the case. Students need to be explicitly taught to answer response to literature (open-ended, constructed response) questions. Nancy C. Boyles in her book, Teaching Written Response to Text (Maupin, 2001), points out that students need explicit instruction. Her definition goes like this: “Explicit instruction:

• begins with setting the stage for learning, • followed by a clear explanation of what to do (telling), • followed by modeling of the process (To: showing), • followed by multiple opportunities for practice (With: guiding) • until independence is attained.” (By: independence)

The answer format in her book has been adapted to provide the model in this unit of Focus Question, Answer Plan, and Possible Answer for teachers and students to use. The questions, modeled answers, and formats (not worksheets) can be used to set up discussion about and learning from the selections toward a deeper understanding of the issues and content of the selections and of text and author’s craft. If students are guided through these selections, they will be more ready to think about, have the discussions and write answers to similar questions on other novels, videos and articles. The selections in this unit include: My Brother Martin, Christine King Farris, 2003, Simon & Schuster (Memoir/Biography)(T) Thura’s Diary, Thura Al – Windawi, 2004, Viking (Memoir: Diary) (S)Promises to Keep: How Jackie Robinson Changed America, Sharon Robinson, 2004, Scholastic (Biography) (T/S At



least eight copies of the book should be available so that groups of students can do a Jigsaw Activity.) T = One copy is needed for Teacher Read Alouds S = Provide a copy for each student Students also need to be explicitly taught comprehension strategies. Therefore, these lessons also make use of Strategies That Work from the book of the same name by Stephanie Harvey and Anne Goudvis (2000). These strategies were compiled in a ground-breaking article in 1992 by David Pearson, Laura Roehler, Jan Dole, and Gerry Duffy – “Developing Expertise in Reading Comprehension: What Should Be Taught and How It Should Be Taught.” This article points out that teachers should show and model what proficient readers do and teach students how to use these strategies explicitly in literature-rich learning communities where peers and teachers discuss and collaborate. The list of strategies include: making connections asking questions determining importance inferring synthesizing visualizing repairing comprehension A critical literacy skill developed through the lessons in each genre unit, is fluent oral reading. Many activities are included which help teachers and students become increasingly more proficient in oral reading for an audience. The inclusion of the reader’s theater, choral reading and paired reading are intentional; it is expected that time will be spent practicing and perfecting oral reading skills. Students need opportunities to read text like the author intended it to be read. They should be taught to pay close attention to punctuation, dialogue, sentence rhythm, etc. so they can read with proper intonation, pace, and emphasis. Students should also hear oral reading only when it has been practiced and reflects the author’s message. For all of these reasons, teachers and students should practice reading any text before reading to an audience. Cold reads for either students or teachers are not appropriate. These plans were written by a group of grade level educators who all know that as teachers we take lesson plans like these and add our own special touches to make them better and better suited to our students. The reading selections and writing assignments were chosen by grade level educators for their appeal to students’ interests. (R.AT.07.01, W.AT.07.01) The times given are suggestions, as is everything else in these lesson plans. Permission is granted only to teachers in the district purchasing these documents to reproduce pages from this teaching plan and appendix for classroom use.



Day 1

Speaking/ Listening/ Writing

(40 minutes) R.NT.07.01 C R.NT.07.02 C R.IT.07.01 C R.CM.07.01 C W.PR.07.01 C W.PR.07.02 C W.PS.07.01 C S.DS.07.01 S.SD.07.03

Introduce this unit by discussing with students the selections they will be talking, reading and writing about: biographies, memoirs, and autobiographies. Tell them they will be reading Thura’s Diary (memoir/autobiography), My Brother Martin (memoir/biography), and Promises to Keep (biography). Thura’s Diary explores the account of a young woman’s life during war in Iraq. In the informational picture book, My Brother Martin, Christine King Farris, Martin Luther King Jr.’s sister, recollects memories of growing up with her brother. Last, Promises to Keep by Sharon Robinson, is a biographical account of how Jackie Robison changed America. Each piece of literature read during the unit not only takes a look back at the past, but also provides promise for the future. The goal of Day 1 will be for students to do the same: Reflect on their past and ponder their aspirations for the future. Directions: On a large sheet of paper, students will construct a timeline of significant events from their childhood. On your own piece of paper, model for the students a few events that are important in your own life (i.e. date of birth, first year in school, graduation, wedding, etc.). After modeling and clarifying they have understood the instructions, use the Think-Write-Pair-Share technique (See Appendix #1.). The purpose of this approach is to give students time to think before they write and then speak. After a group discussion, prompt students to focus in on one unique event that they will begin to make into a memoir. Encourage students to give facts and to reflect on why this event is significant. Also, when students have completed reflecting on the events from their past, prompt them to add to their timeline, some dreams they have about their future. This timeline should be saved, as it will be used as brainstorming for the final piece of writing in the unit. Option: Use the interactive notebook to organize student material (See Appendix #2.).

Writing (10 minutes)

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Have students choose one significant point/incident in their timeline and do a Quick Write (See Appendix #3.) reflecting on the importance of the incident to their development as a person.



Day 2

Writing

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If necessary, give students time to complete their Quick Writes.

Listening/ Speaking

(45 minutes) R.IT.07.01 C R.IT.07.02 C L.CN.07.02 R.CM.07.04 C L.CN.07.02 S.DS.07.01 S.DS.07.03 R.NT.07.01 C R.NT.07.02 C R.NT.07.03 C R.NT.07.04 C

Introduce the reading of the first book, My Brother Martin, by telling students that while this book is a biography of Martin Luther King, it is also a memoir by Christine King Farris. It tells about Martin Luther King’s early life, but it is based on his sister’s recollections of their life together. A memoir is a record of important events based on the writer’s personal observation or knowledge. Tell them also, that a memoir is a form of autobiography usually focusing on a single period in the author’s life and on well known people the author knows. Memoirs also often focus on a major event in the author’s life; the author reflects on the implications of this event. Read aloud My Brother Martin. After students have listened to the text and viewed the illustrations once (or twice, as you choose), ask them to discuss their reactions. If they do not bring it up, point out to them the incident on page 26 in which Martin tried to deal with prejudice and said to his mother, “Mother Dear, one day I’m going to turn this world upside down.” This, in a way, was Martin Luther King’s promise. Since My Brother Martin is a memoir and memoirs are in narrative form, use Elements of Story (See Appendix #4) to review story elements in the book: characters, setting, problem, events, resolution, and theme. Also be sure to point out the conflict (prejudice) in the book.



Day 3

Reading/ Listening

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Finish the reading and discussion of My Brother Martin or begin Day 3 by rereading or reviewing My Brother Martin reminding students that this is an autobiographical memoir. Introduce the genre: memoir using the following information: (See Appendix #5a.) Also introduce students to the student Memoir Bookmark in Appendix #5b. Go over the information as you are going over Appendix #5a. Tell students that they will be expected to use the bookmark as they listen to and read Thura’s Diary.

Genre: Memoir Definitions:

• A memoir is a record of important events based on the writer’s personal observation or knowledge. (Webster’s New World Dictionary, 1991, Prentice Hall)

• Memoir is a form of autobiographical writing dealing with the recollections of prominent people or people who have been a part of or have witnessed significant events. (adapted from Thrall, Hibbard and Holman, A Handbook to Literature, 1960, Odyssey)

• A memoir is a narrative account written by an individual that depicts things, persons or events the individual has known or experienced. (adapted from Murfin and Ray, The Bedford Glossary of Critical and Literary Terms, 2003, Bedford/St. Martin’s)

Purpose:

• To record thoughts and actions for future reference or reflection • To share achievements, influences, and incidents of a person’s life

Form and Features:

• A memoir is a form of autobiography usually focusing on a single period in the author’s life and on well-known people the author knows.

• A memoir often focuses on a major event in the author’s life; the author reflects on the implications of this event.

• Memoirs differ from autobiography as they are usually concerned with personalities and actions other than those of the writer, whereas autobiography puts a heavier stress on the inner and private life of the author.

• Memoirs combine the elements of biography and autobiography, but are different from them. Memoirs tend to be far more subjective than biographies in that they focus on personal recollection. Even though they



are autobiographical in nature, memoirs differ from autobiographies because the accounts are personalized focusing more on what the author has witnessed than on his or her own life and character.

• A memoir is a narrative told in the first person. • Memoirs sometimes include strong characterization of a third party

through detailed description of actions, speech or physical attributes. • Memoirs are often very descriptive, with attention to details of places or

emotions. • Memoirs may be selected diary or journal entries or letters to a close friend

or member of the family or selections from official documents.

(adapted from Mooney, Text Forms and Features, Owen, 2001; Thrall, Hibbard and Holman, A Handbook to Literature, 1960, Odyssey, and Murfin and Ray, The Bedford Glossary of Critical and Literary Terms, 2003, Bedford/St. Martin’s)

Discuss with students how My Brother Martin matches the characteristics of memoir. You might include the following in the discussion:

• My Brother Martin is a record of important events of Martin Luther King’s childhood as told through the eyes of his sister who was there.

• The book is in narrative form and told in the first person. • It is focused on Martin Luther King’s childhood. • There is detailed description of Martin Luther King’s actions and speech. • It is more subjective than a biography and is personalized focusing on

Martin Luther King, not his sister, the author. Note: This lesson could also be presented as a Think Aloud (See Appendix #6.) using the above.



Day 4

Reading/ Listening

(25 minutes) R.CM.07.01 C R.CM.07.03 C R.MT.07.01

Model how someone might go through the story using strategies from Strategies That Work by Stephanie Harvey and Ann Goudvis. (See Appendix #6 for Think Aloud Procedure.)

You might say something like: “As we go through the unit, we will be learning and using the strategies good readers use. Probably you use many of these strategies, sometimes even without thinking about it, but we will pay attention and talk about them often. These strategies include:

• asking questions • visualizing • determining importance • synthesizing • inferring • making connections • repairing comprehension

I will explain each of these strategies and show how I would use the strategies as I read or listened to My Brother Martin: • Asking questions means stopping while reading to ask questions like, ‘What

will happen next?’ or ‘Why did that character do that?’ I might ask, ‘Why did Christine King Farris want to write this book?’ (p. 4)

• Visualizing means to make pictures in your mind about what’s going on in the selection so you can understand the story better. As I was listening (p. 10), I was seeing in my mind what it might have looked like when they used the fur piece to scare passers-by.

• Determining importance is asking what is most important in a story as opposed to the details. I might ask myself, ‘What are the three most important events in the story?’ I would reply,

- ‘When they were young, they played together with all of the neighborhood children, black and white.’ (p. 18)

- ‘Then one day the brothers were told by their friends that they couldn’t play with them anymore because they were Negroes.’ (p. 23)

- ‘Martin Luther King told his mother that when he grew up, he would “…turn the world upside down.’ (p.26)

• Synthesizing means combining new ideas from what I have read with what I



already know to learn something that will help me understand a story or my own life better. I might say to myself something like knowing what I now know about the civil rights movement, Martin Luther King’s promise to himself and the rest of the world was to try change things and make them equal. This shows me that one incident in a persons life can change the world.

• Inferring means ‘reading between the lines’ or filling in ideas and meaning that

the author leaves out. It is using what you know to figure out what the author does not come right out and tell you. I would say to myself, ‘Reading between the lines, I think that the so-called friends moved away about at the time when segregation was starting in the South.’ (p. 23)

• Making connections means putting things together from what I know, other

stories I have read and/or what I have experienced and know about the world, to help me understand what I read better. I would say to myself, ‘I connect what I know about the Civil Rights Movement and about Martin Luther King and what I have read in this book all to understand better what is going on in our world today.’”

• Repairing comprehension means to use strategies to make sense when

comprehension is interrupted. You might say something like the following: ‘As good/expert readers read, they monitor their comprehension; they repair their comprehension when it breaks down. Being aware of this monitoring/repairing and knowing and using strategies, helps readers to better understand and remember what they read. Expert readers use some or all of the following strategies when reading is not making sense:

• slow down—adjust reading rate, • stop and think—make connections to own knowledge and experience,

to related text(s) and/or to the larger world, • reread—try to find the thread of meaning, • continue reading—look for cues and/or use context clues, • retell or summarize—think through or briefly write what has been

discovered so far in reading, • reflect in writing—make comments about what reader feels about what

he/she has learned so far, • visualize—see in one’s mind what is happening or described in the

text, • ask questions of the author—then predict answers and read to confirm, • use text patterns or text resources, and/or • consult another student or the teacher.

You may wish to model the use of the repairing comprehension strategies above. Let students know that you will continue to remind them to use all of these strategies



as they read and listen. As time permits, ask students to share with a partner (for Think-Write-Pair-Share see Appendix #1.) then whole group about how they used the seven strategies or could have, as they listened.

Reading (20 minutes)

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Teacher models a retelling of My Brother Martin. (See Appendix #7.) Remind students briefly that a retelling should include:

• Basic story elements of character in a setting, problem (conflict), events, resolution and ending along with theme or lesson learned,

• Logical order or organization, and • Your own words and maybe words from the selection to show you

understand the story. The book, My Brother Martin, tells about the early life of Martin Luther King as told by his sister. It tells how close the family was and how the children had fun even with a prank. One incident may have caused Martin to want to change the world; some friends told him they could no longer play with him because he was a Negro. After listening to his mother describe what the world was now like, Martin said that someday he would “…turn the world upside down.” In another incident, Martin’s father took his business elsewhere when a salesman said he would only serve the Kings in the back of the store. His father also objected to a policeman’s calling him “boy.” It says at the end of the book that these lessons influenced what Martin Luther King did for the rest of his life. If students have had enough experience with retellings, this could be used as an assessment. (See Appendix #8-9 for an assessment procedure and a scoring rubric.)



Day 5

Reading/ Listening

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You will now be getting students ready to read Thura’s Diary. Use this day to develop background information on the Middle East so that students can better understand Thura’s Diary. Use the following information and Appendix #10a-b and #11. Ideally, teaching this unit would be timed to coincide with the seventh grade social studies coverage of the Middle East. This would allow for many integration opportunities and a much deeper student understanding of the book. If this timing does not work, a minimum of one day devoted to background knowledge is suggested in order to prepare students to read Thura’s Diary. This section is first a teacher resource. It is designed as a resource for you to find answers to basic questions about the Middle East. Thura’s Diary provides a timeline, glossary of people and places, and a map. In her diary, Thura refers to many items in Iraq and the Middle East that will be unfamiliar to students. This background will help provide students with prior knowledge and a context for reading before they are introduced to Thura. Hopefully it will also help to address some student misconceptions about the Middle East before reading. Activities and opportunities for additional resources have also been suggested. Three Major Religions in the Middle East: Judaism, Christianity, and Islam Many student misconceptions about the Middle East are centered on religion. Islam is often looked at as something frightening, extreme, and unknown. Christianity and Judaism are more familiar to students. To help students relate to Thura, it would be useful to show how the three major religions are more similar than different. (See Appendix #10a.) Common Features of Judaism, Christianity, and Islam

• Each began in the Middle East • Monotheistic: believe in only one god • Each was first led by one person. These include Abraham for Judaism,

Jesus for Christianity, and Muhammed for Islam. • Each has one sacred set of writings. These are the Torah for Judaism,

Bible for Christians, and Qur’an (Sometimes translated as Koran) for Muslims.

• All are connected to Abraham, who founded Judaism, directly or through his ancestors.

• All faced persecution and exile.



More about Islam Islam is the youngest of the major religions that originated in the Middle East dating back to the early 600’s AD in Mecca. Muhammed, born in Mecca, is Islam’s prophet, and his followers are called Muslims (Important note: Muslim and Arab are not synonyms). Muhammed is believed to have received revelations about the will of God from the angel Gabriel. Gabriel is an important figure in the story of Jesus’s conception. The Muslim holy book, the Qur’an, is a collection of these revelations. Muhammed shared the divine messages he received with others. His most important messages are included in the Five Pillars of Islam. All Muslims believe in these five basic principles, and they are incorporated into daily life in the Middle East. (See Appendix #10b.)

1. There is only one God (Allah), and Muhammed is his prophet. 2. Pray five times per day in the direction of Mecca. 3. Give to the poor and the needy. 4. Fast during the month of Ramadan. 5. Make a pilgrimage to Mecca at least once in your lifetime.

Muhammed was forced to leave Mecca because he criticized the wealthy for not taking care of the poor and needy. He was forced to flee to Medina in 622 A.D.; this date is considered the beginning of the Muslim calendar. Fasting during Ramadan involves not eating from sunrise to sunset during this holiday. It is a holiday remembering when Allah’s messages were shared with Muhammed. It ends with a large feast lasting for several days. It would be useful to display the Five Pillars in the classroom or give students a copy. (See Appendix #10b.) Ask students to find similarities between Christianity, or other religions they have studied, and Islam. Many students characterize Islam by the extremists they see on T.V. This is a good opportunity to break misconceptions and show that extremism is not woven into Islam. This may also help students develop a different perspective on Thura and other Iraqi families before beginning to read. Four Major Sources of Conflict in the Middle East Because Thura’s diary is centered around a conflict, a quadrant notes activity has been suggested. See Appendix #11 for the template. Students will take notes on the following information to refer back to while they are reading Thura’s Diary. Encourage students to explain in their own words. Information can be provided to



students on the overhead, read aloud, or distributed to be read in groups. In the current war in Iraq, some facet of each of these conflicts can be seen. (See Appendix #11.) 1. Religion: Conflicts between or within religions have been prominent. The Arab-Israeli conflict in Israel is a key example of a conflict between religions. In many parts of the Middle East, there is also an ongoing struggle within the Muslim religion. There are two major sects of Islam. These are Sunni (Soo-nee) and Shi’ite (She-eyet). Shi’ites strictly follow the traditional practices of Islam, and are upset by Sunnis who have adapted the religion. This is similar to the division of Christianity into Catholic and Lutheran, for example. In Iraq, Sunnis have traditionally held power. Iraq’s new democratic government has shifted this balance of power. 2. Nationalism: Kurds are a nomadic mountain people who are seeking their own country. They have been forced by many nations to settle down and change their way of life. Saddam Hussein often cruelly targeted Kurds. An example to help students relate would be the thirteen colonies fighting for independence from the British. 3. Ethnic Groups: The two major ethnic groups that are often engaged in conflict are the Arabs and the Persians. The differences between these two groups often lead to conflict. Arabs originated on the Arabian Peninsula and migrated after the creation of Islam. Most Iraqis are Arabs. Persians are from Central Asia and have long been settled on the Iranian Plateau. Differences between ethnic groups fueled the Iran-Iraq War. 4. Fundamentalism: This is the push to strictly maintain the Muslim religion and way of life. This is a push against Westernization and any modifications to the Muslim religion in the modern world. This is a struggle against the West, including America and Europe, but it is mostly settled on the many Middle Easterners who are willing to accept modern advances and Western ways. For example, fundamentalists in Iran push to limit women’s freedom, as this is traditional. Persian Gulf War Thura mentions this war many times in comparison to the current war. The Persian Gulf War began when Iraq, under the control of Saddam Hussein, invaded Kuwait in 1990. U.N. sanctions and trade embargoes were enacted before war began. When Hussein did not withdraw his troops, an army led by the U.S.



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representing many nations in the world, began air and ground attacks in 1991. The war lasted less than a week and caused great destruction in Iraq. Hussein remained in power, and trade limitations were continued. Additional Teacher Resources: Mr. Dowling’s Electronic Passport: www.mrdowling.com An excellent source to download geography lesson plans and articles that are accessible to seventh graders with limited adaptation. Useful links include: Saddam Hussein and Iraq: http://www.mrdowling.com/608-iraq.html The Kurds: http://www.mrdowling.com/608-kurds.html Americanization: http://www.mrdowling.com/608-americanization.html Western Religions: http://www.mrdowling.com/605westr.html Mr. Donn’s Free Lesson Plans and Activities for Kids and Teachers http://members.aol.com/MrDonnHistory/K12east.html Option: There are many resources available to extend this background lesson. A series of videos and DVDs on the Iraqi War and Saddam Hussein are available for purchase on the History Channel web site at http://store.aetv.com. Additional lesson plans on the decision to go to war and tensions between Arabs and Iraqi Kurds are available through PBS TeacherSource at www.pbs.org.



Day 6

Reading


Review definitions related to Thura's Diary: An autobiography is usually book length because it covers a long period of the writer's life. However, there are shorter types of autobiographical writing, such as journal, diaries, and memoirs. A memoir reflects a small portion of a person's life. Although Thura's Diary is told in as a narrative (story), it is an autobiographical memoir. (See Appendix #5a-b and remind students that they will be recording information on their student bookmarks as they listen to or read Thura's Diary.) Memoir/Autobiography are considered nonfiction and have the features of informational text. With the students, survey the book. Point out the following:

• Dedication on page iii tells for whom the book was written. A dedication inscribes a book to someone or something as a sign of honor or affection.

• Acknowledgments on pages iv-v express thanks to the people who helped her in getting the book written and marketed.

• Introduction on pages vi-viii gives background on the war, Thura’s family and her life to help the reader understand it better.

• The timeline on page ix, People and Places on pages x and xi, and the map on xii also help readers better understand the book by giving more background information.

• The book also has an Afterword (a closing section of a book giving further comment, interpretation or information) that tells what happened after the war was “over” and a Postscript (a note after the end/signature to give further information) giving Thura’s feelings about the capture of Saddam Hussein.

As it is appropriate, when you are going over each feature, have students read through each feature. Remind them to use features like this in other books they will read in the future to help them understand and enjoy what they are reading.


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Comparison: Is Thura's Diary different from My Brother Martin? (Answer: Yes, Thura's Diary is a memoir (form of autobiography) and My Brother Martin is also a memoir, but a biography (written by his sister), as well. Ask students to define what a diary/memoir is and why people may use a diary. Possible answers: A diary is used to record events and reflect on them. Diaries may be used to reflect on a significant event (also called journaling). Definition: An autobiography is usually book length because it covers a long period of a writer's life. There are shorter types of autobiographical writing, such as journals, diaries and memoirs. A memoir is about a segment of a person's life.



Question: How do you write for a diary? Answer: You must include the date, heading, give events, and reflection of events. Have students write a brief diary entry on their reflections. Share answers. Example: July 20, 2005 Dear.Diary, After reading pages 1-7 in Thura's Diary, I feel frightened for her. Seeing a huge line at the passport office with hundreds of people pushing and shoving. This has to be very confusing and create a lot of anxiety for her family. Although Thura has been exposed to war before, she seems very upset because family members are calling and saying goodbye. Also, it is difficult for me to hear criticism of the U.S., but it is a good way to understand both sides of the war.

Reading (15 minutes) R.IT.07.01 C R.IT.07.03 C L.CN.07.02 R.MT.07.01

Teacher reads aloud pages 1-7 and reminds students to continue to record on their Memoir Bookmark when appropriate as they read or listen. Focus for Listening: What do we learn about Thura? Give students a "window response" sheet which looks like a window and have them answer the questions below in the appropriate “panes.” (See Appendix #12.) Explain to students that they will be responding to their reading of Thura’s Diary a number of times using this window format. The “windows” are meant to be metaphorical – just as a memoir or diary is a “window” into a person’s life, these “response windows” will represent a “window” on their thinking and help them organize information to understand the book better. Respond to what you have read: Question #1 - What do we know about Thura, so far? Question #2 - What might happen to Thura? Answers might include: Question #1:

• Thura lives in Baghdad where everyone knows war is coming. • Thura goes to college where at least one of her friends is terrified of the

war. Her friends also hope that President Bush will withdraw the troops and begin to talk peace.

• Thura is preparing the house for war.



• As she says “Goodbye” to friends, Thura wonders if she will see them again. (Inferring)

• Thura is nervous and cries a lot. • Thura and her family hope to use a local school as a shelter. • Her family is only buying enough food for a day because they are worried

that war will cause suspension of electrical service. Question #2:

• Just like the people in line at the passport office, Thura may leave the country. (Making Connections)

• Will there still be college classes when the war begins? (Asking Questions)

• Will Thura be injured or killed in the war? (Asking Questions) • Besides maybe losing or having her family or her friends move away, what

might the other inconveniences of war be for Thura and her family? (Asking Questions)



Day 7

Reading/ Writing

(35 minutes) R.IT.07.01C R.CM.07.01C R.MT.07.01

Have students read pages 8-24 on their own. Remind students to continue to record on their Memoir Bookmark when appropriate as they read or listen. Focus for Reading: Ask students to make a personal connection to each of the questions Thura asks her diary. You could say something like, “As you read, you’ll notice that Thura asks herself and her diary many questions about the war and about her future, in reaction to her situation. As you encounter these questions, write them on the provided reading log in the left-hand column. (See Appendix #13a.) What reactions or connections are you making to what you know or have felt or experienced in your own life? Please write them in the right-hand column.” A list of Thura’s questions from this section is provided in Appendix #13b, as a teacher resource. Students will use Appendix 13a to record their answers to the quotes from the reading selection.

Speaking (10 minutes)

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Have students discuss their answers in partners, small groups, or as a class discussion.



Day 8

Reading

(30 minutes) R.IT.07.01 C R.IT.07.02 C L.CN.07.02 R.CM.07.01 C

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Teacher reads aloud pp. 24-34 and models visualization. Remind students to continue to record on their Memoir Bookmark when appropriate as they read or listen. Focus for Listening: Students will record findings in a two-part window while listening, to focus on living conditions and Iraqi attitudes towards Saddam and the government. (See Appendix #14.) Their answers might include: Living conditions: -glass everywhere, p. 24 -thick, black smoke everywhere from burning oil to deter planes, p. 25 -ditches of oil dug all around the city, p. 25 -“Smells like a freshly burned match,” p. 26 -difficult to contact one another, telephone exchange bombed, p. 28 -Water is limited, and dust covers everything. p. 29 -Cousins sleep in dining room to avoid glass from a bombing. p. 31 -surgery without painkillers, p. 33 Attitudes towards Saddam and the Iraqi government: -“Fed up with all the nationalistic songs on Iraqi T.V.” p. 32 -“Iraqi army leaders only ever talk about their victories, but I don’t believe a word of it….” p. 32 - Thura wonders about Iraqi hatred towards the U.S. for doing this, but also wonders about hatred towards the leadership for refusing a peaceful solution. p. 33 As you read pp. 24-34, stop to make your thinking public and share strategies you are using as a reader. You could say something like, “…They’ve dug dozens of ditches in and around the city, then filled them with crude oil and set the oil alight…a freshly extinguished match.” (p. 26) Here I visualized the city of Baghdad with a moat, similar to what surrounds a castle, with burning oil in it. This did not make sense so I had to go back and reread. I understood that it was to deter planes, but why would they do it that way? I must have read the part too quickly, because when I went back, I saw that it said, ‘… in and around the city.’ I now picture trenches dug all over this huge city and the oil in them is on fire. I cannot imagine the smell. A burnt match smells like sulfur which is so strong. Imagine how strong that smells!” (repairing comprehension) “His sister Assal is twelve years old, but she just as scared…she is starting to



understand….” (p. 28) You could say something like, “Here I made a personal connection and visualized someone your age. This child is only 12. I can see her sitting on the phone, jumping when bombs go off. Overtime, I see that she is less scared and less affected. Now when she is on the phone, she isn’t so jumpy. I wouldn’t want you to be so used to the sounds of bombs that you no longer jumped.”


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Teacher models the answering of Focus Question #1. (See Appendix #15a.) Focus Question #1: Thura says, “People do not deserve this.” (p. 34) Writing from Thura’s point of view, tell what it is that people do not deserve. From what is happening to them, explain why Iraqis might begin to blame or hate their government as much as Americans for what they are experiencing. Answer Plan:

1. What does it mean that “People do not deserve this”? 2. Give two examples. 3. Give at least two reasons why people might blame their government for

what is happening. Possible Answer: (1) I believe Thura is saying that people do not deserve to live without basic necessities so that war can be fought. (2) The strongest example is the lack of painkiller for surgery. At such a time of danger, from things they have not started, the Iraqi people are truly suffering. Drinking water is also limited, and war has created a dusty, hazy environment. (3) One reason I think Iraqis might be upset with their government is the burning of all of the oil. It is probably making everything so much worse. Also, as Thura pointed out, the government could have prevented this by surrendering. From the last war, they knew they couldn’t truly fight against the U.S. Why not take the opportunity to avoid war? As time permits, have students share and discuss their answers. You may wish to introduce students to the Focus Question Scoring Rubric (See Appendix #15b.) and share with them the traits of this possible answer that makes it a 3 point.



Day 9

Reading

(25 minutes) R.IT.07.01 C R.IT.07.02 C S.DS.07.01

Students will silently read pages 34-46. Remind students to continue to record on their Memoir Bookmark when appropriate as they read or listen. Focus for Reading: During Days 6 and 8, students were introduced to recording information that they are finding as they are reading in “windows.” Now you will be giving students the attitude quotes with page numbers and asking them to give their reactions using Appendix #16. Also ask students to focus on how things are changing for Thura and the Iraqi people. Have a brief discussion of the following examples of things becoming different or “not normal”: • Explosions blast day and night (p. 34) • Innocent people killed (p. 34) • Sama has to wear a helmet to play (p. 35) • Water pressure is weak (p. 35) • Roads are closed (p. 35) • Rising prices (p. 38) • Whole city is in darkness (p. 45)


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Have students answer Focus Question #2 independently, with or without the Answer Plan. (See Appendix #17.) See Appendix #15b for the Focus Question Scoring Rubric. Focus Question #2 How has life changed as a result of the war? Answer Plan:

1. Begin by describing what life was like before the war for the Iraqi people. 2. Identify and give examples of how life is during the war for the Iraqi

people. 3. How has Thura’s vision for the future changed? 4. End by describing how life is different for people in America since the

war. Possible Answer: (1) For the Iraqi people, life before the war was normal. People could go out during the day to go shopping, work or go to school. Children could play outside without fear. People could sleep through the night. Most families lived comfortably. (2) Life has changed in many ways for the Iraqi people since the start of the war. For example, there are daily casualties and families are not able



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to bury their dead in Najaf because the streets are closed. Also, the people were in constant fear. They looked shocked, scared, suspicious, and everyone was in a hurry. (3) Thura’s vision for the future is unclear. She doesn’t know when she’ll be able to go back to college. She fears for the safety of her family and herself. She feels she is in a waiting game. (4) Life is different for people in America because we are also fearful of our soldiers dying or being injured. We worry about homeland security and experience stricter control in our airports and borders, etc. We hear different opinions about the war. We see reports and pictures on TV and in the newspapers. Almost everyone knows someone who has been killed in Iraq. As time permits, have students share and discuss their answers.



Day 10

Reading

(20 minutes) R.IT.07.01 C R.IT.07.02 C S.DS.07.01

Have students read pages 46-59 on their own. Remind students to continue to record on their Memoir Bookmark when appropriate as they read or listen. Focus for Reading: Say something like, “On page 46, Thura states that, ‘normal life is coming to an end.’ What does she mean? Be prepared to share examples of how her life has changed or how you predict it will change.”


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Ask students to record in their window charts on attitudes about women. (See Appendix #16.) Offer them the following example and briefly discuss to get students started. Example: From page 59: “We have heard about two women who have sacrificed themselves for their country. For us, this is a new thing. We’ve never heard of that before – women sacrificing themselves, fighting for their country, their land, their people. I believe that in war, women must be strong if they lose a son or husband. But I don’t believe women should fight. I have never understood why women go into the military in other countries. Women are best at giving love and kindness, not killing.”

Speaking/ Writing

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As a class, have students discuss their findings and additions to the windows worksheet. Have students answer Focus Question #3 independently, with or without the Answer Plan. (See Appendix #18.) See Appendix #15b for the Focus Question Scoring Rubric. Focus Question #3 Up to this point in the book, what attitudes about women has Thura expressed? What is your reaction to these attitudes? Answer Plan:

1. Begin by restating the first question. 2. Give details from the book on the attitudes about women that Thura has

expressed. Use a quote if possible. 3. Give your reactions to these attitudes.

Possible Answer: (1) Thura refers to a number of attitudes about women in her diary. (2 and 3)



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Earlier in the diary, Thura could not imagine why the Americans would even think of sending women to fight in a war. In America we think that women should have the same rights and responsibilities as men. They should be able to fight in a war if they like. Thura wants to go to college and have other rights. Why doesn’t she see that women should be able to go to war if they choose? Again, on page 59, Thura writes, “I believe that in war, women must be strong if they lose a son or husband. But I don’t believe women should fight. I have never understood why women go into the military in other countries. Women are best at giving love and kindness, not killing.” I believe that women should be able to fight in a war if they like, and I don’t understand why Thura cannot see this. As time permits, have students share and discuss their answers.



Day 11

Reading/ Speaking/ Writing

(50 minutes) R.IT.07.01 C R.IT.07.02 C S.DS.07.01 S.CN.07.02 S.CN.07.03 L.CN.07.01 L.CN.07.02 L.RP.07.02 L.RP.07.03 R.WS.07.06 R.IT.07.02 C W.PR.07.02 C S.DS.07.01 R,CM.07.04 C R.IT.07.01 C R.IT.07.02 C S.DS.07.01 S.CN.07.03 L.CN.07.01 L.CN.07.02 L.RP.07.01 L.RP.07.02 L.RP.07.03 L.RP.07.04

Students will partner-read pages 60-70. This means that they will alternately take turns reading to each other. Focus for reading: How does the village where Thura and her family are staying compare to her home in Adhamiya? Model for students the idea of comparing and contrasting the events with the graphic organizer (See Appendix #19a-b.). For example, you might use the two categories of home and school. (See Appendix #19a.) Have a brief discussion of similarities and differences while filling out the graphic organizer on the overhead. Next, have students work with their partners as a “during” reading activity to fill in the organizer comparing Thura’s home and the village. (See Appendix #19b.) After reading the selection, have a brief discussion of the findings, recording events on a large sheet of chart paper or on the overhead using Appendix #19b. (You might also refer to the map located in the front of the book to track the location of the small village.) Taking a look back… The purpose of this brief activity is to have students focus on events that have taken place in the diary up to this point. A Tear and Share (See Appendix #20a-b.) is a cooperative comprehension check-up paired with the Survey, Question, Read, Review, and Recite (SQ3R) reading strategy. Students incorporate before, during, and after reading strategies to improve comprehension and retention of ideas and concepts. Directions:

• Arrange students in groups of four; assign selections of the previous readings for each group to reread.

• Provide students with the four-squared worksheet with pre-determined numbered questions. Questions in the four boxes include:

1. What are the most important ideas in this section?



2. What event did you find most surprising? 3. How would you describe the appearance and actions of the main

character? 4. Does this story remind you of a personal experience or another

story you have read? • Groups will reread the text independently noting key ideas. • Students write brief phrases to answer the question in each square. Pace

students so they are spending about the same amount of time writing in each square.

• Ask students to stop writing, fold the paper into four squares, then open and tear along the creases to obtain four separate squares. Students redistribute the squares so that someone has all the #1 squares, another student, all the #2 squares, etc.

• Students scan the content of the squares, and then think about and write a synthesis that summarizes all the ideas.

• Students recite the summary statements within the group of four. • Representatives from each group share summary statements with the

whole group. Any student may add to or challenge a summary, citing evidence from the text.

• As time permits, have each group record their summaries on large chart papers posted in the room.



Day 12

Reading

(30 minutes) R.IT.07.01 C R.IT.07.02 C L.CN.07.02 S.DS.07.01 L.RP.07.06 L.RP.07.07

Teacher reads aloud pp. 70-85. Remind students to continue to record on their Memoir Bookmark when appropriate as they read or listen. Focus for Listening: How have Thura’s views changed of Americans and the war in general? Discuss after reading. Then have students record ideas in the window chart in Appendix #21a. As you wish, you might give them a copy of Appendix #21b to use as they fill in the attitudes chart and their reactions. - Statue of Saddam pulled down and a new age begins. p. 72 - Loyalty to Saddam is all lies. p. 72 - Where was Saddam’s army and how did they let this happen? p. 72 -“It’s as if we’ve been teaching our children make believe things.” p. 72 - Finds a commonality between Americans and Iraqis: dates they will never forget contain the number “9.” p. 72 - She is seeing a program that exposes the lavishness of Saddam’s palaces. p. 73 - Information minister tells them they’re winning, but “We’ve lost.” p. 73 - Upset with Iraqis for looting hospitals and doctors abandoning the needy. pp. 74- 75 (Note: This is against one of the basic principles of the Muslim religion) - Enjoying country life and becoming a country bumpkin, p. 76 - Wants to questions a “handsome” American about her views of Americans, but thinks he will be a monster, p.78 - “My father says the Americans have created this chaos. I think this is part of the plan to destroy our country.” p. 82 - Made friends with a TV crew including two Americans. Thura asks about their way of life. p. 85 - Talks to an American soldier, p. 85 Option: Extension Activity: Propaganda Thura has detailed reports from both the Iraqi and American points of view that could be considered propaganda. This might be a good opportunity to use the information in Appendix #22 to begin to develop in students an understanding of propaganda techniques.


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Have students work independently to answer Focus Question #4. (See Appendix #23.) See Appendix #15b for the Focus Question Scoring Rubric. Focus Question #4: Respond to the last sentence on p. 85, when Thura writes, “Even if I’m not an expert.”



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Answer Plan: 1. Do you agree with Thura that she is not an expert on how Iraqis feel? 2. Give at least 3 details to support your opinion. 3. Conclude by telling what Thura realizes because of her experience.

Possible Answer: (1) I think Thura is as much of an expert on how Iraqis feel, as any other Iraqi. (2) I think that just because she says she is not an expert, I discredit what she has said. Thura has had first hand experience of this war in the capital city where attention was focused and in the country. She also remembers the war in 1991, and that this one has more extensive fighting. She is also old enough to understand what is going on. (3) She realizes how much Iraq is being affected, and she recognizes the propaganda from her government. As time permits, have students share and discuss their answers.



Day 13

Reading


Teacher reads aloud pages 85-102. Remind students to continue to record on their Memoir Bookmark when appropriate as they read or listen. Focus for Listening: Focus on what Thura is writing about freedom and democracy.


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On page 91 Thura says, "My people are destroying the meaning of democracy." Working in partners, have students go back through the reading and find examples of why freedom may be a bad thing for the people of Iraq. Possible answers:

1. Crime (looting) 2. “…to the Iraqi people, freedom means being able to do whatever they

want and breaking laws and even killing people.” 3. Loss of religion and tradition

Have students answer Focus Question #5 independently, without the Answer Plan. (See Appendix #24.) See Appendix #15b for the Focus Question Scoring Rubric. Focus Question #5 Why may freedom be a bad thing for the people of Iraq? Answer Plan:

1. Restate the question and take a stand. 2. Give details from the selection to support your stand. 3. Give your own opinion.

Possible Answer: (1) I think that freedom right now might be a bad thing for the people of Iraq. (2) Because they are “free,” some of the Iraqi people have resorted to looting and other crimes. Thura even says, “…to the Iraqi people, freedom means being able to do whatever they want and breaking laws and even killing people.” Because of “freedom,” the Iraqi peoples’ religion and traditions may be threatened. (3) I think the Iraqi people have been too long under a dictator, and that it will take a long time for them to understand what democracy and freedom mean. As time permits, have students share and discuss their answers.



Day 14

Reading/ Listening/ Speaking

(25 minutes) R.IT.07.01 C R.IT.07.02 C L.CN.07.02 R.IT.07.01 C R.IT.07.03 C R.CM.07.01 C R.CM.07.03 C R.WS.07.06 S.CN.07.03

Teacher reads aloud pages 102-126. Remind students to continue to record on their Memoir Bookmark when appropriate as they read or listen. Focus for Listening: What was the purpose of Thura’s diary? Why did she feel compelled to write it? What reasons do people have for recording the experiences of their lives on paper? What can be learned from others’ stories and life experiences? Option: Fluency/Comprehension – The teacher has just read pages 102-126 with expression. The final entry of the diary (pp. 120-1) is particularly powerful. You might want to give students copies of the final entry (See Appendix #25.) and have them practice with partners for a performance at another time. This could be done whole class as a Choral Reading.

Speaking, Listening, and


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Class discussion of the Focus for Listening question: With students, brainstorm what we learned about Martin Luther King Jr. while reading My Brother Martin by Christine King Farris. Say something like, “While it is easy to describe a person’s physical characteristics, it is not as easy to describe or convey who a person is on the inside or what is in his or her heart. Let’s try, together, to focus on what was in Martin’s heart. How would you describe him in this way? How does his sister describe him in her book? How do you think he might describe himself?” Make a list on the board or overhead that includes information on his character, the facts of his life, his accomplishments, etc. As a class, with the teacher modeling, create an “I Am” biography poem for Martin Luther King, Jr. (See “I Am” template, Appendix #26a and Appendix 26b for a model I am poem about Martin Luther King.)



Day 15

Writing

(20 minutes) W.GN.07.01 C

Using the “I Am” poem template (See Appendix #26a.), students will write a biography poem for Thura Al-Windawi. Extension of Lesson: Have students mount their poems on large pieces of construction paper, decorate them with illustrations, photos, etc. and post in the classroom or a school showcase for Black History Month, along with a copy of King’s “I Have a Dream” speech.

Speaking/ Writing

(30 minutes) R.WS.07.06 R.CM.07.02 C R.CM.07.02 C W.GN.07.01 C R.MT.07.01 R.MT.07.02 S.DS.07.01

Teacher models Choral Reading. Students are split into partners and each group assigned one paragraph to read from the Postscript. There are 15 paragraphs. (See Appendix #27a-b.) Focus for Listening: Think about ways that Thura has grown as a woman. Have students note and mark their findings of the focus question with sticky notes. See Appendix #28 for the reader response template for a final journal entry. Model and review the following:

• A written retelling of the selection • Response, including possible ways to begin • Strategic thinking: Sticky notes with page numbers at the end of each

response Encourage sharing first as partners and then in a whole group Numbered Heads Together. (See Appendix #29.)

Writing, Viewing, Speaking (3 days)

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Option: As a review or assessment activity, students can do a Reading Section Sequencing activity. Pairs or small groups (three is the suggested maximum of students) are assigned a section of the book and must create a visual and written work that represents what they believe is the most significant or important event or emotion in those pages. Each pair or group is provided a large sheet of newsprint paper and colored pencils. The requirements are that they need to include a title for their work, the page numbers, a detailed illustration or collage that visually expresses their understanding of the text, and three sentences that summarize the event and its significance to the story. The pairs or groups then present their finished products to the class in order of their section’s appearance in the book. This serves as a review of the book and an evaluation of student understanding. Student work can then be posted around the room in order to serve as a review for visual learners.



Days 16 and 17

Reading

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Tell the students that the book they are about to cover, Promises to Keep, is a biography. Use the following information to introduce or review biography. (See Appendix #30a.) Also introduce students to the student Biography Bookmark in Appendix #30b. Go over the information as you are going over Appendix #30a. Tell students that they will be expected to use the bookmark as they listen to and read Promises to Keep.

Genre: Biography

Biography Definitions:

• “A biography is an account of a person’s life written by someone else.” (Kathleen Buss and Lee Karnowski. Reading and Writing Literary Genres, IRA, 2000)

• A biography is “…a written account of a person’s life that focuses on character and career or achievements.” (Margaret E. Mooney. Text forms and Features, Richard C. Owen, 2001)

Purpose:

• To tell about a person’s life, highlighting achievements • To make sure that people’s view of the person is accurate • To make the person well known • To show the person’s influence on people and events (in history)

Form and Features:

• A biography gives an accurate history of a person’s life or part of his or her life and accurately shows the time and place in which he or she lived.

• Details may include family background, childhood experiences, education,

personality, comments by others (favorable and not), and contributions or influences on people and events.

• Biographies are well researched from sources like diaries, newspapers,

documents, letters, etc. • Biographies often include quotes, anecdotes, and comments from other

people. • Biographies are usually organized sequentially and told in the third person.



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• Illustrations are usually photographs.

• Chapters often have descriptive titles not just numbers.

(adapted from Mooney, Text Forms and Features, Owen, 2001)

To introduce Promises to Keep, the teacher reads the Introduction, pages 6-8. Focus for Listening: The introduction to a nonfiction book usually tells what the book will be about. What will this book be about? To prepare the students for the jigsaw procedure the teacher divides the class into 8 groups to cover the sections of the book. Jigsaw is an excellent method to use in order to cover a large amount of material quickly. It also allows for a variety of perspectives to be shared on a topic. Tell the students that they are going to become experts in an assigned section of the book. The book is divided into 8 sections. In assigning the sections, keep in mind that some of the sections are longer and/or more difficult than others; it may be a good idea to preview the sections and assign them selectively: Home group 1-- “A Black and White World” pages 10-17 Home group 2 --“Signs of Hope” pages 18-21 Home group 3 --“A Determined Pair” pages 22-27 Home group 4 --“A Changing World” pages 28-29 Home group 5 --“Why my Father?” pages 30-37 Home group 6 --“Play Ball!” pages 38-49 Home group 7 --“A Civil Rights Champion” pages 50-57 Home group 8 --“Jackie Robinson’s Legacy” pages 58-63 Each group will use the THIEVES strategy in order to preview and plan for the reading of the informational text: (See Appendix #31.) T=Title What is the title? What do you already know about the topic? Predict what you will be reading about.

H=Headings What are the major headings?



What will I be reading about below each heading? Can I rephrase each heading into a question that may be answered by the content?

I=Introduction Is there an opening that may be italicized? How does the first paragraph introduce the selection? Do I already know anything about this?

E=Every first sentence in a paragraph Will reading just the first sentences of every paragraph give me a quick summary?

V=Visuals and Vocabulary Look for photos, graphs, and other visuals. How do they help you understand the content?

Are there captions? Is there a list of key vocabulary or important words in boldface type?

E=End-of-Chapter Questions—(Does not apply in this case) What do the questions ask? What information do they say is important? What information do I learn from the question?

S=Summary No questions-you should read the entire summary as part of your preview.

See the following and/or Appendix #32 for a Jigsaw procedure:

Jigsaw Procedure

After the groups have completed the THIEVES strategy, the students will read their assigned section silently. Next, the students should discuss the section and share their thoughts in their groups. This is the “expert” phase of the jigsaw method. Students are responsible to really know and understand the content they are assigned. Individually, they should think of how they want to present the material learned. For example, a poster, outline, etc. Next, each expert group will be assigned a new group called the “instructional” phase. In order to form the new groups, the teacher may assign each home group a letter. Then the teacher would call all students assigned the letter A to form a new group, letter B the next group, and so on. You will probably need to divide the groups so that there 8 students per group. Each new group should now have an “expert” for each section of the book. Finally, during the instructional phase,



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each student expert will present his or her material to the other members in the group. After the jigsaw exchange of information, students will discuss how Jackie Robinson changed America. Students will also be asked to reflect on the Jigsaw process. Questions such as: “What did you like/dislike about this activity? How did you feel about teaching your peers about the section on which you were an expert? What would you do differently next time?” Finally, discuss what features of the book, Promises to Keep, make it a biography. You might include the following:

• Promises to Keep gives an accurate history of Jackie Robison’s struggle to become a major league baseball player.

• The book highlights his achievements. • Because of this book, some people who were not even alive when Jackie

Robinson “broke the color barrier” will learn about it. • The book is researched from sources like diaries, newspapers, documents,

letters, etc. • It includes quotes, anecdotes, and comments from other people. • It is told in the third person. • The illustrations are photographs. • The chapters have descriptive titles like, “Signs of Hope” and “1945: A

Changing World.”



Day 18

Speaking/ Listening

Allow time for students to finish the sharing of the Jigsaw activity from Days 16 and 17.

Reading/ Research (2-3 days)

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Option: Research - Build prior knowledge about the Civil Rights movement and important African Americans by conducting a modified “I-Search” activity. Assign or have students randomly select topics from the word list found in Appendix #33a. Refer to Appendix #33b-c for “I-Search” directions Using their topic and the modified “I Search” activity, students will complete the following over the course of 3 days. Focus for Research: Inform students that they will (1) become an “expert” on their term, and (2) create an appropriate and relevant visual representation of their term. Phase I: • Have students discuss what knowledge, experience, or background they

already have about their assigned topic/term before having done research. • Using Appendix #33b, have students complete a Quick Write activity.

o During the Quick Write, students write for 2-3 minutes on what they know about a topic. In this case, students may not have any prior knowledge. Prompts to encourage these students could include: to write what they think the term may be; describe what they think it might look like; write what might be the importance or connection to the story. Regardless of the situation, students must write!

• Using Appendix #33b, students formulate 3-5 of their own research questions on their topic. Model for students what a “good” research question would sound like. For example:

o Who was Ida B. Wells or Booker T. Washington or ____________? o What were some of her/his accomplishments that made her/him

famous? o What happened during that/those year(s) that helped lead to the civil

rights movement? o Why were these events/documents important to the civil rights

movement? Phase II: • Students will develop a search plan that identifies how they will gather

information (reading books, magazines, reference materials, the Internet).



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• Students will continue using Appendix #33b and write an “I-plan” statement. Model for students what an “I-Plan” statement would sound like. For example:

o I plan to use an encyclopedia to look up Ida B. Wells. o I plan to the internet to search for information on her accomplishments.o I plan to use the internet to find out more about the Thirteenth

Amendment to our Constitution. o I plan to search the Internet for information about the Civil War.

Phase III: • Students follow their search plan to gather information on their topic and

decide how to visually represent the topic. • Using the template found in Appendix #33c, students record information as

they research their topic. • Students will finish gathering information on their topic. With any remaining

time, students should work on creating their visual display. Phase IV: • Students will draft, revise, edit and publish a short I-Search report that

includes the information that they gathered. • This information becomes the foundation for an oral presentation to exhibit

new knowledge. Word Study Suggestion Because Thura’s Diary is a diary written in everyday language by a teenager, there isn’t any particularly difficult vocabulary. There are, however, a number of words whose meaning does impact understanding of the book. Use Vocabulary Strategy in Appendix #34 to develop the following vocabulary words: beatha p. 4, shrapnel p. 16, wreaking havoc p. 18, propaganda p. 32, generator p. 35, assumption p. 37, satellite dish p. 42, affluent p. 47, boots p. 55, typical p. 60, megaphone p. 67, democracy p. 91, freedom p. 91, chaos pp 80 and 103, rift p. 82, liberation p. 103, wahhabis p. 118, missiles p. 120, sanctions p. 120, revenge p. 120.



Days 19 and 20

Writing

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With students, create a chart to summarize the common themes that run through the three selections in this unit, My Brother, Martin, Thura’s Diary, and Promises to Keep. Brainstorm and record possible themes with students. Appendix #35a-b might be helpful as you all discuss possible themes. Have students, together with you or on their own, fill in the chart in Appendix #35a. You may wish to use Appendix #35b to model filling in the chart with one possible theme. Option: After students have created their individual charts, you might allow them to use the chart in answering Focus Question #6. Use both the Reading and Writing sessions of these two days for students to think about, draft, revise and share their answers to the following Response to Literature question. The question (See Appendix #36.), checklist (See Appendix #36.) and state rubric (See Appendix #37.) are also included on separate sheets for your convenience. Focus Question #6 Think about the three selections you have read and listened to during this unit, My Brother Martin, Thura’s Diary, and Promises to Keep. Decide what theme, in your opinion, would work best for all three of these selections. State the theme and support it using specific details and examples from each of the three selections. Use specific details and examples from My Brother, Martin, Thura’s Diary, and Promises to Keep to support your answer. Use the following rubric and checklist as you write and review your response: CHECKLIST FOR REVISION: _____ Do I take a position and clearly answer the question I was asked? _____ Do I support my answer with examples and details from both of the selections? _____ Is my writing organized and complete? Save at least a portion of Day 20 for student sharing of their answers.



Day 21

Writing

(55+ minutes)

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Extension: Students were told on Day 1 of this unit to save the timeline that they created of their lives to be used as brainstorming for the culminating writing activity in the unit. The Quick Write that they wrote on Day 1 might also be helpful to them as they work on this writing assignment. Remind students that they have learned a great deal about the genre, Memoir, during this unit from listening to and reading My Brother Martin and Thura’s Diary. Remind them that they have been keeping track of the features of a memoir on their bookmarks. (See Appendix #5b.) You might also wish to give them each a copy of Appendix #5a and review the page on Memoir. Then share and explain the following prompt: (See Appendix #38.) DIRECTIONS: Select a point on your timeline or another significant event or time in your life and write a memoir. Reflect on the importance of this time or event to your development as a person. Use examples from real life. Your writing will be read by interested adults. Use the paper provided for notes, freewriting, outlining, clustering, or writing your rough draft. If you need to make a correction, cross out the error and write the correction above or next to it. You should give careful thought to revision (rethinking ideas) and proofreading (correcting spelling, capitalization, and punctuation). Use the rubric and the checklist provided to help improve your writing. (Optional: You may use a dictionary, thesaurus, spelling book and/or grammar book.) Remind students that when we write we go through steps known as the writing process: Brainstorming

Brainstorming is thinking and talking about the topic or theme of the writing and relating it to your own personal life. Brainstorming is asking questions like: “What times/events have been significant in my life?



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Which one could I write about?”

Drafting Drafting is getting ideas down on paper, trying to organize as the writer is drafting. Drafting is asking questions like: “How will I start my writing to get my reader to want to read it? What details, examples, anecdotes, and/or explanations should I write to show my reader why this time/event has been important to my development as a person? How shall I end my writing?”

Revising Revising is the real work of writing and begins when the writer makes sure that the writing has everything it should have, that it will appeal to the reader (audience) and tell or prove what it is supposed to do (accomplish the purpose). Revising is asking questions like: “Will my reader (audience) know what my point (purpose) is? Is my point or central idea clear and connected to the theme or topic? Have I given important and relevant details, examples, and/or anecdotes to support my point? Is my writing well organized with a beginning that makes my audience want to read on, a middle that makes and supports my point, and an end that satisfies my audience? Have I used interesting words and a variety of sentence lengths and types to engage my reader?”

Proofreading and Editing Proofreading and editing means making sure that the audience can read and understand the words and the point. Proofreading and editing involves asking questions like: “Have I checked and corrected my spelling, punctuation, and capitalization to help my audience understand what I have written? Have I read my work to a friend or myself to make sure it sounds good? Have I looked my writing over to make sure that it’s neat and it invites my audience to read it?”

Publishing Publishing means putting writing in its final form for an audience. Publishing involves asking: “Is my final copy just the way I want my audience to see it?”

As you guide students through each step of the writing process, remind them of the steps and the questions to ask. Remind students to use the rubric (See Appendix #40.) and the Checklist: Review of Writing (See Appendix #39.) provided to help improve their writing. Give students the opportunity to peer-edit their memoirs with a partner. Set this



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activity up by briefly modeling with a student a procedure for peer-editing: Each partner will read aloud his/her draft to the other who will listen carefully thinking of the following questions: (See Appendix #41.) • Is the central idea or point of the writing clear? • Is the central idea or point supported by important and relevant details,

examples, and/or anecdotes? • Does the writing begin with an interesting and engaging lead, continue with a

middle that supports and develops the point, and an end that summarizes the point?

• Is the writing interesting with engaging words and different sentence lengths and types?

• What do I, as the listener, think is good about the writing? • Do I have questions and/or suggestions for the writer? Have the student read aloud his/her draft, then model posing the above questions and answering them with the student. Then tell students that the other student would read his/her writing aloud and the process will repeat. Give students the opportunity to peer-edit in partners for the remainder of the time.

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